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Questions in argumentative dialogue
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In: Journal of Pragmatics ; 188 (2022). - S. 56-79. - Elsevier. - ISSN 0378-2166. - eISSN 1879-1387 (2022)
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Preservice teacher’s purposeful questioning : a descriptive case study of elementary mathematics preservice teachers.
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An analysis of the quality of investigative interviews with children in France: age of the witness does matter
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In: ISSN: 1561-4263 ; Police Practice and Research ; https://hal.archives-ouvertes.fr/hal-03400163 ; Police Practice and Research, Taylor & Francis (Routledge), 2021, 22 (2), pp.1130-1154. ⟨10.1080/15614263.2019.1658581⟩ (2021)
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Classroom Questioning Culture: Benefits, Characteristics, Opportunities and Obstacles ...
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The role of automatic memory retrieval in deception: developing a binding model of deceptive and truthful discourse
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The applied AI and natural language processing workshop : explore practical ways to transform your simple projects into powerful intelligent applications
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UB Frankfurt Linguistik
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К ПРОБЛЕМЕ РИТОРИЧЕСКОГО ВОПРОСА ... : ON THE PROBLEM OF THE RHETORICAL QUESTION ...
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一位英語為母語教師與一位英語為非母語教師在文學課中的提問比較 ; A Native English-speaking Teacher's and a Non-native English-speaking Teacher's Use of Questions in the Literature Classes
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A Study on Teacher Candidates’ Questioning Strategies for English Learners through an Interactive Classroom Simulation
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In: Northwest Journal of Teacher Education (2020)
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Master Questions, Student Questions, and Genuine Questions: A Performative Analysis of Questions in Chan Encounter Dialogues
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In: Religions ; Volume 11 ; Issue 2 (2020)
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The prosodic realization of rhetorical and information-questions in German spontaneous speech
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In: Proceedings of the 10th International Conference on Speech Prosody 2020 / Minematsu, Nobuaki; Kondo, Mariko; Arai, Takayuki et al. (Hrsg.). - Baixas, France : ISCA, 2020. - S. 342-346. - ISSN 2333-2042 (2020)
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Интеррогативность как свойство идиостиля автора (на материале романа Г. Свифта «Водоземье») ; Interrogativity as a Feature of Author’s Voice in Graham Swift’s “Waterland”
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Interaction in spoken academic discourse in an EMI context: the use of questions
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Rhetorical questions as aggressive, friendly or sarcastic/ironical questions with imposed answers
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In: ExELL (Explorations in English Language and Linguistics), Vol 8, Iss 1, Pp 68-82 (2020) (2020)
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| 18 |
Questioning in English as a Foreign Language University Classes
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Abstract:
Vietnam has experienced many changes in education and in teaching and learning English as a foreign language since 1986 (Hoang, 2010). There are ongoing concerns about how to best develop English proficiency in EFL classes, especially how to promote students’ English communicative competency in this context. Questioning is an essential tool to help EFL teachers fulfil instructional goals (Boyd, 2015). Questioning particularly plays an important role in creating interactions to promote student’s English language proficiency in EFL classroom (Tuan & Nhu, 2010). Therefore, my study investigated how teachers and students perceived and used questioning to promote English teaching and learning in tertiary EFL classrooms in Vietnam. This also shed light on the implementation of communicative language teaching (CLT) in Vietnam. My study uses a sociocultural lens, with a qualitative multiple case design (Creswell, 2015; Johnson & Christensen, 2014). The two cases investigate questioning in classes where English was taught as a non-major subject, and questioning in classes where English was taught as a major. Data were triangulated through semi-structured and stimulated recall interviews with eight teachers, focus groups with eight groups of students, and observations of eight EFL classes. Thematic analysis was conducted to analyse data to find out the themes, the “important idea that occurs multiple times” in the data (Johnson & Christensen, 2014, p. 600) Three themes about questioning arose from studying these Vietnamese EFL classes. Firstly, questioning involved communicative interaction, which created opportunities for participants to communicate in the target language. This interaction also empowered students to engage in the lesson. Secondly, using questioning teachers orchestrated learning, diagnosed learning needs, and facilitated classroom relationships. The third theme, “My home, my rules” indicates that questioning was contextually situated. Questioning within these EFL classrooms in Vietnam reflected cultural features, such as the traditional roles of teacher and student, the concern for face or status, and the use of Vietnamese in English classes. My data show that both teachers and students can use questioning to promote language learning through critical thinking and collaborative learning. These are central interactive and communicative skills in tertiary EFL teaching and learning in Vietnam. The effectiveness of questioning in my study depended on teachers’ skills. It was a commonly used technique to develop English language learning. This study proposes an adapted model of learning and teaching to capture EFL learning. The model captures how teachers apply CLT and teach English for different purposes. It also emphasises the contextual features influencing questioning and therefore teaching and learning the target language. In this model, questioning is at the centre, promoting learning relationships among the teacher and students. The study contributes to an understanding of using questioning to promote language learning in EFL classroom in an Asian context, and may be relevant to CLT application for language learning classrooms in a wider international context.
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Keyword:
Communicative language teaching; English as a foreign language; Questioning; Vietnam
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URL: http://hdl.handle.net/10063/8846
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| 19 |
Una investigación sobre el Aprendizaje Integrado de Contenidos y Lenguas extranjeras (AICLE) en Educación Primaria. El uso de técnicas para la formulación de preguntas eficaces
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In: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. 33, 2020, pags. 63-74 (2020)
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